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1.
With this article we intend to fill a large gap that exists in the field of educational research – examining the history of teaching. We chose a critical historical moment that initiated the great labour transformation in the exercise of the teaching profession. In this context, we investigated the pedagogical benefits introduced by the Portuguese educational system by the class regime promulgated in the 19th century with the reform that introduced the class system, enacted in the nineteenth century. This change is a landmark in the history of teaching. We tried to study what had changed in the workplace to realise the division of teaching. How did teachers relate to each other and to their work in each working system? What social links are required by each of the working systems and what implications do they have for how teachers behave? What place (role) does the teacher play in the production chain? What skills (competences) are required in their working position? The system change that was enacted in the nineteenth century created a new division of labour that called for dynamic labour, diametrically opposed to the traditional and established practice. This curriculum revolution not only brought new demands in teaching but also had consequences in terms of professional identity. From that point forward, being a teacher no longer had the same reference, “if you know – you do it well”. This has radically changed. Being a professional in education is no longer a purely individual act involving inter-subject intervention. They now have to act inter-individually with the intention of being multi-, inter- and trans-disciplinary. They have to break through subject boundaries and dualities. The professional skills required by the job in the new employment scheme launched a new challenge in learning (teacher training) and in the exercise of the profession. Reflection on the new type of qualifications is still necessary and remains to be explored. Are the educational workers aware of this? 相似文献
2.
Joseph Smith 《Curriculum Journal》2013,24(4):441-463
AbstractDebates over which historical content should be compulsory for study in the school curriculum are a common feature of education systems across the globe. These debates invariably weigh the perceived benefits to social cohesion of a ‘common core’ of knowledge against the perceived risks to democracy of government-sanctioned ‘official knowledge’. Scotland has, perhaps, taken an extreme position on this debate by specifying no mandatory historical content in its social studies curriculum. This paper uses 21 interviews with Scottish history teachers to explore how schools use this curricular autonomy: which historical periods they choose to teach and why.?The paper suggests that, without access to theoretical debates about the nature of historical knowledge, schools fall back on instrumental justifications for content selection within the curriculum. The result in many cases is an extremely narrow and fragmented syllabus in which pupil preference, teacher interests and the logistics of timetabling guide content selection.?The paper concludes that the formulation of coherent school-level history curricula is dependent on the fostering agency among a theoretically-informed teaching profession. 相似文献
3.
ANNE-CHANTAL HARDY-DUBERNET 《European Journal of Education》2008,43(3):331-351
In order to successfully match students and jobs in the medical profession of their choice, and at the same time meet the country's health care needs, it has become evident that access to medical schools and the various medical professions should be tightly regulated, in particular by a numerus clausus. In most Western countries, medical schools are applying different selection methods and approaches that seem to be working well, although they often tend to displace — rather than address — the fundamental problem of professional insertion. Using research that we conducted over several years on medical education in France, we will begin our discussion by showing that it is distinct from medical studies offered in many other European countries in that it is permeated by a competitive culture based on a meritocracy principle that is common to the training of other French elites. We then explain how managing the flow of medical students in such a centralised manner has produced a very rigid system that leaves little room for universities to develop innovative pedagogical approaches and improve the quality of the education they offer. We also show how this classification system – at both individual and national level — greatly influences not only the behaviour of medical students, but also of medical schools whose capacity to distinguish themselves has become very limited. 相似文献
4.
论实践性知识发展取向的教师职前教育课程改革 总被引：2，自引：0，他引：2
李丹 《课程.教材.教法》2011,(4)
实践性知识是教师专业发展的知识基础,反映出教师个体的教育智慧和风格。我国职前教师教育中普遍存在忽视师范生实践性知识培养的倾向,阻碍了师范生顺利入职和专业自主发展。以教师实践性知识发展为根本取向,根据实践性知识的本质、结构与生成转化规律,重构教师职前教育课程体系,是当前提高教师职前教育质量的必由之路。 相似文献
5.
This cross-national study contributes to the comparative literature on institutional variations in the regulation of the teaching profession by developing a theoretical typology articulated around teacher education, labor market regulation, and the division of labor. Drawing on Freidson’s work on professionalism in the field of sociology of professions, our typology highlights four models of regulation – the ‘market’, the ‘rules’, the ‘training’, and the ‘professional skills’ models. We discuss how these models, embedded in a bureaucratic, market-oriented or professional approach, shape the regulation of the teaching profession and teachers’ work in different contexts. 相似文献
6.
Organizations governing education in the health professions have recently called for changes in teaching to promote students’ use of critical thinking (CT). Expectations for CT in courses to train educators should be aligned with the expectations of student use of CT. A growing number of certificate and master’s-level programs are being developed to address the needs of educators in the health professions who are unlikely to have experienced training in adult education, curriculum development, and assessment. This study explored the extent to which online course discussion forums in continuing profession education courses on teaching and curriculum design can play a role in the development of participants’ CT skills. It investigated an online pilot program of courses that relied heavily on discussions, with prompts designed to elicit higher-level thinking. The 190 discussion posts made over the four program courses were analyzed for CT. Posts were cross-coded by both authors. Frequency of CT increased substantially over the program. Metacognition use in particular rose sharply and consistently. We found that carefully structured online courses can promote CT among educators in the health professions. 相似文献
7.
Elizabeth Briant 《Teaching Education》2013,24(1):51-69
Many education systems are experiencing a re-scaling and consolidation of governance through rolling national agendas of standardisation and centralisation. The present article considers the case of Australia as it moves towards implementing its first national curriculum, to explore how teacher educators plan to retain pedagogical space for debate, diversity and contestation of such systemic curricular reform. The present article reports on an interview study conducted with nine teacher educators across the four curriculum areas included in the first wave of the Australian curriculum: English, science, mathematics and history. The analysis reveals how teacher educators reported professional dilemmas around curricular design, and planned to resolve such dilemmas between the anticipated changes and their preferences for what might have been. While different curricular areas displayed different patterns of professional dilemma, the teacher educators are shown to construe their role as one of active curriculum mediators, who, in recontextualising curricular reforms, will use the opportunity to reinsert both residualised and emergent alternatives in their students’ professional value sets. The study also identifies a new set of dilemmas emerging around the politicisation and standardisation of curriculum, and its impact on the teaching profession and teacher educators. 相似文献
8.
9.
National identity is one of the most important forms of ideology that affects human behaviours. Yet, the issue of whether it influences history teachers' subject matter knowledge or teaching practice is overlooked most of the time. With regime change in Taiwan, history curriculum and textbooks are no longer dominated by a China-centred narrative; more Taiwanese history is included in the curriculum. Given the fact that the Taiwanese are split on the issue of national identity, it is important to understand if and how teachers vary in their historical knowledge and instruction. This study examines the issue by investigating the relationships between Taiwanese junior high school history teachers' national identities, their subject matter knowledge and teaching practices. The result indicates that teachers' national identities significantly relate to their historical knowledge and conceptions about history, but bear no relationship to their teaching approaches. Pro-independence teachers have significantly more knowledge in both Taiwanese and Chinese histories and have better conceptions about the nature of history, but they do not necessarily choose to provide students multiple perspectives and interpretations. The implications for democratic citizenship education and teacher education are discussed. 相似文献
10.
古凌岚 《广东轻工职业技术学院学报》2008,7(1):39-42
工作过程是运用职业知识和技能完成工作任务的基本程序。高职教育以职业能力为目标,即工作过程中所需要的职业技能和综合素质,则高职的课程体系应与企业的生产性流程相适应。本文以广东轻工职业技术学院软件专业为例,讨论了如何以工作过程为导向,开展课程改革,形成具有职业性、技术性和应用性的课程体系。 相似文献
11.
Romuin Reich 《Higher Education in Europe》2006,31(3):303-307
This paper discusses a special agreement for scientific professions that is expected to reform structures and working conditions of staff in higher education and research institutions in Germany. While differentiating their professional levels and careers, such an agreement should also deal with issues of income, promotion of women, brain drain – brain gain, and the Europeanisation of higher education in Germany, with the aim of increasing the attractiveness of the academic profession. 相似文献
12.
唐若玲 《海南广播电视大学学报》2012,13(1):86-89
《中国近现代史纲要》是以中国近现代史为载体,对大学生进行思想政治教育的重要课程。在教学过程中,如果能引入地方史资源,能有助于大学生了解历史细节,增大历史可信度,有助于帮助学生树立革命理想信念,增强历史责任感,激发他们探寻历史规律的兴趣,从而有效提高教学效果。当然,在教学中引入地方史资源应把握好适当性原则,以免产生以偏概全之嫌。 相似文献
13.
Schools support teachers in their professional learning, just as teachers support students in their learning. To accomplish this, schools can provide support systems that enhance teachers’ knowledge, comfort, and instructional skills. This study examined the impact of two district-provided supports (curriculum and professional development) on sexual health instruction among middle and high school health education teachers. Data were abstracted and analyzed using inductive coding from 24 teacher interviews (2015–2016). Findings illustrate outcomes from both curriculum and PD on teachers’ self-reported knowledge, comfort, and skills. The district-provided supports appeared to contribute to improved teachers’ self-efficacy in delivering sexual health education. 相似文献
14.
健康产业是为人们提供预防、诊断、治疗、康复、保健等服务的产业。基于健康产业平台人才培养的情感教育,对于提高学生行业品德认知、培养行业品德情感、养成行业品德行为有着重要的作用。在专业培养的过程中应加强人文教育的渗透,把学生的品德、情感和专业的培养结合起来。重视建立适应时代发展的教师队伍,建立完善的健康产业学生情感教育体系,加强平台课程建设,注重实践的实效性,使学生成为尊重人类、尊重生命、有爱心的人类健康的守护者。 相似文献
15.
Scientific ethics is a subset of professional ethics, the special rules of conduct adopted by those engaged in one of the pursuits regarded as professions, such as law, medicine, engineering and science. Professional ethics derive from a moral ideal based on service. This ideal leads to a pair of bargains: an internal bargain that defines the internal code of practice within the profession, and an external bargain that defines the relationship between the profession and society. This article develops the internal and external bargains that are the basis of scientific ethics from both an historical and a philosophical perspective and makes suggestions as to how the teaching of scientific ethics can be integrated into the undergraduate curriculum. 相似文献
16.
Brett Williams Belinda Lewis Malcolm Boyle Ted Brown 《British journal of educational technology : journal of the Council for Educational Technology》2011,42(2):337-350
The aim of this study was to identify if wireless keypads could facilitate interprofessional interaction among undergraduate paramedic, nursing, occupational therapy, physiotherapy, health science, social work and midwifery students. Secondary research aims included the examination of students' perceptions of interprofessional education and how students perceived using wireless keypads in large lecture classes and smaller tutorials. The study used a mixed methodology approach via self‐reporting questionnaires and focus groups that included (n = 210) students in week 1 and (n = 151) students in week 13 of an undergraduate unit. Overall, students were satisfied with the use of wireless keypads in their interprofessional undergraduate unit of study. While modest findings supported the use of wireless keypads in improving student interaction, other findings were statistically significant in understanding the roles of other health professions and why collaboration in health‐care environments was important for professional growth. The following themes emerged from the qualitative data: engagement, satisfaction, use of educational technology, interprofessional education and learning environment. Integration of wireless keypads has assisted undergraduate students to better appreciate and understand other health‐care disciplines within an interprofessional education setting. Students reported that they appreciated the alternative teaching and learning approach that wireless keypads offered, thus improving engagement and interactivity, and providing a broader understanding of other allied health‐care professions. 相似文献
17.
Clare Delany Lachlan Doughney Lilon Bandler Louise Harms Shawana Andrews Patricia Nicholson Louisa Remedios Wendy Edmondson Lauren Kosta Shaun Ewen 《Higher Education》2018,75(2):255-270
In higher education, assessment is key to student learning. Assessments which promote critical thinking necessary for sustained learning beyond university are highly valued. However, the design of assessment tasks to achieve these types of thinking skills and dispositions to act in professional practice has received little attention. This research examines how academics design assessment to achieve these learning goals in Indigenous health education. Indigenous health education is an important area of learning for health practitioners to help address worldwide patterns of health inequities that exist for Indigenous people. We used a constructivist qualitative methodology to (i) explore learning goals and assessment strategies used in Indigenous health tertiary education and (ii) examine how they relate to higher education assessment ideals. Forty-one academics (from nine health disciplines) involved in teaching Indigenous health content participated in a semi-structured interview. Thematic analysis revealed learning goals to transform students’ perspectives and capacities to think critically and creatively about their role in Indigenous health. In contrast, assessment tasks encouraged more narrowly bounded thinking to analyse information about historical and socio-cultural factors contributing to Indigenous health. To transform students to be critical health practitioners capable of working and collaborating with Indigenous people to advance their health and well-being, the findings suggest that assessment may need to be nested across many aspects of the curriculum using a programmatic approach, and with a focus on learning to think and act for future practice. These findings accord with more recent calls for transformation of learning and assessment in health education. 相似文献
18.
Jaime L. Sabel Cory T. Forbes Leslie Flynn 《International Journal of Science Education》2016,38(7):1077-1099
Science learning environments should provide opportunities for students to make sense of and enhance their understanding of disciplinary concepts. Teachers can support students’ sense-making by engaging and responding to their ideas through high-leverage instructional practices such as formative assessment (FA). However, past research has shown that teachers may not understand FA, how to implement it, or have sufficient content knowledge to use it effectively. Few studies have investigated how teachers gather information to evaluate students’ ideas or how content knowledge factors into those decisions, particularly within the life science discipline. We designed a study embedded in a multi-year professional development program that supported elementary teachers’ development of disciplinary knowledge and FA practices within science instruction. Study findings illustrate how elementary teachers’ life science content knowledge influences their evaluation of students’ ideas. Teachers with higher levels of life science content knowledge more effectively evaluated students’ ideas than teachers with lower levels of content knowledge. Teachers with higher content exam scores discussed both content and student understanding to a greater extent, and their analyses of students’ ideas were more scientifically accurate compared to teachers with lower scores. These findings contribute to theory and practice around science teacher education, professional development, and curriculum development. 相似文献
19.
Halima Ait-Mehdi 《Prospects》2012,42(2):191-203
Strongly influenced by the paradigm of republican universalism, education policy in France favours an approach that largely relativizes, or even denies, the dimension of cultural diversity. The content of the secondary school history curriculum reveals this phenomenon. In the 2007?C2008 school year, 185 students in the final 2?years of secondary school in Amiens completed questionnaires about the importance their schools place on the history of colonization and decolonization. The analysis showed how the respondents?? relationship to this historical topic was linked to the degree of their own experience of migration. Although today??s classes are pluralistic, schools?? failure to take into account the diversity of the population??a legacy of history??diminishes students?? ability to think in terms of ??otherness?? and, as a result, to imagine a common history shared by the various populations living in France. 相似文献
20.
杨勇刚 《成都教育学院学报》2010,24(9):110-112
加强高职院校学生职业素质教育、提高学生综合素质是增强大学生就业竞争力的关键。文章通过分析高职院校学生职业素质教育的基本内涵和重要性,提出增强职业素质教育有效性的对策建议：实施有益于高职学生职业成长的引导机制和育人方式,建立促进高职学生职业素质养成的课程体系和考评机制,打造善于发挥高职学生职业素质引导作用的师资队伍,实现高职学生职业素质教育与校园文化建设的有机结合。 相似文献